The frequent need that students exhibit for greater academic and nonacademic support than can be offered during the regular school day is a widely documented challenge. Summer programs are a common tool that schools and districts employ to expand the time over which students have access to learning opportunities and resources. For the current article, we examined 65 summer learning program evaluation reports through a qualitative lens, in order to synthesize the report authors' views on the implications for effective summer program practice that emerged from their work. We also review recommendations for school leaders and educators to support summer learning outside the context of a formal summer program.